Professional Documents
Culture Documents
We also recommend:
Andrew Gillies. Conference Interpreting: A Students' Companion. Language and
Communication 2, Tertium 2001.
Language and Communication 3
Jean-Frangois Rozan
Note-taking in
Consecutive Interpreting
Edited by
Andrew Gillies and Bartosz Waliczek
Cracow
tiFrtium
Society for the Promotion ofLanguage Studies
Krakdw, Poland2002
t5?rtium
Editorial Team for Volume 3:
W fadysfaw Chfopicki
G rzegorz D^browski
A ndrew Gillies
B artosz W aliczek
A n e ta ZaJaziriska
Publishers address:
Krakowskie Tow arzystw o
Popularyzow ania W iedzy
o Komunikacji J^zykowej T ertiu m M
Al. Mickiewicza 9/906, 3 1- 120 Krak6w
Contact us at*
tel. (004812) 633-63-77, ext 2340,
fax (004812) 422-67-93
e-mail: tertium@vela.filg.uj.edu.pl
http://www.filg.uj.edu.pl/tertium
ISBN 83-914764-4-8
List of Contents
Foreword......................................................................................................................... 7
Introduction..................................................................................................................... 11
Why translate this book now? There are a number of reasons behind this
translation. Firstly, and foremost because it has never been translated into English
before. This fact itself is not without significance. When Rozan wrote La Prise de
Notes dans Interpretation Consecutive, and for 25 years thereafter, the language o f
international conferences in Europe was French and the vast majority or interpreters
worked from and into French. This, o f course, is why Rozan has never been translated
- there has simply been no need.
Now, however, we feel there is a need for a translation. Over the last 15-20
years, English has slowly overtaken French as the global language (and everyones
first second language), and it is now possible to make a living as an interpreter without
knowing French, something very rare 20 years ago.
Also since the 50s interpreting markets and schools have also developed in
the Americas, Asia and Australia - where the majority o f interpreters do not know
French. Similarly the interpreters o f Eastern Europe work primarily [from and into their
respective mother tongues] from and into English, German and Russian, not French. It
seems natural to offer these colleagues the opportunity to see first hand the note-
taking techniques Rozan proposes.
and the European institutions and eastern European interpreting schools are already
gearing up to meet this increased demand. This text is the best single training manual
available for consecutive interpreting and will constitute a useful element of any
training scheme for student interpreters.
The Polish translation also represents the next in a series o f texts about confe
rence interpreting which Tertium brings to the Polish market. Poland is the largest o f
the candidate countries to the European Union and also has the largest number o f
trainee interpreters. This is just as well as Poland is a pivotal political force in post
cold-war Europe and demand for Polish interpreters will be particularly high.
Lastly, this translation has also been prepared at a time when the original text o f
Rozans book is out o f print. Very little has been written about consecutive
interpreting that is as practical and immediately helpful to the student interpreter as
this work o f Rozans, but because it is out o f print it has been entirely unavailable to
the hundreds o f student interpreters who begin courses each year for some time.
Presumably, given all this the developments described above Rozan himself
would approve o f a translation as his own avowed aim was to, put forward a note-
taking system which could be easily adopted by all, regardless o f the languages from
and into which they will have to work.
All in all, then, it seems an opportune moment to translate this simple but
invaluable work into English and Polish for a new generation o f student interpreters.
J^zyk a koraunikacja 3 9
Note on Translation
The English translation is such that both source text and notes are in English (while
Rozans texts were in English or French and his notes in a mixture o f the two lan
guages). This is designed to make the book accessible to as many people as possible.
It has meant that in some places the notes have also been partially translated but
Rozans structure remains the same (and it is the structure that is all important).
Some editorial inconsistencies in the original have been eliminated, for exam
ple, investment is here always noted invest1 while proposals are always propals.
It should also be noted that the text has been translated into modem En
glish and consequently, where a 1950s translation would have undoubtedly trans
lated on as one, I have chosen to use we or you where appropriate, as is now
standard in work-books o f this type.
Also, the last text Rozan offers as an example has been omitted. It is a continu
ation o f text 5 in French. Rozan offers no notes for this text and it is to serve as practice
material only from which students make written notes. As such, there seems little
point in translating it - there is plenty o f English material drafted in English out there
from which to make and practise note-taking without resorting to a translation.
ACKNOWLEDGEMENTS
Andrew Gillies
INTRODUCTION
In his Interpreters Handbook, Jean Herbert has said all that there was to say about the
interpreters role, mission and requisite qualities. He has given an overview o f what
the profession involves.
The aim o f this work-book is less broad. I wanted to put forward a note-
taking system which could be easily adopted by all, regardless o f the languages from
and into which they will have to work. This system is the product o f 10 years as a
practising interpreter and 4 years teaching the profession. It has, then, passed the acid
test. O f course, each o f us will have our own ideas on what note-taking should be.
More often than not, the greats (of the intepreting world1) will tell you that consec
utive interpretation cannot be leamt and that note-taking depends upon the persona
lity of the interpreter. I am afraid my own experience shows otherwise. If the fundamen
tals of the profession - knowledge o f ones languages, general knowledge, articulacy,
a feeling for what is appropriate, adaptability - are in place then note-taking can easily
be leamt. I do not wish to enter here into a technical argument between the symbol-
for-everything interpreters, the dyed in the wool remember-it-all colleagues nor the
noters-of-words etc. I believe that each o f these systems has an element o f truth to
it
However, if we are to teach, we must teach something, and that something
must be simple and methodical. This was the problem that I was faced with 4 years
ago. I believe that this work-book represents a solution to that problem. This system
is a common denominator, an extreme simplification o f all techniques. This is how we
arrive at The Technique.
This in turn means that it is not my system. It is, to an extent, the system of
all the great conference intepreters with whom I have worked at the meeting room
table over the last 10 years. I do not wish to name names for fear of omitting to
mention anyone, but if they peruse this book they will, in places, recognise them
selves and nothing would give me greater pleasure than that.
Let me add that those intending to practise our profession must, o f course,
retain their own personality. This system, then, is not to be followed blindly. It should
be the inspiration; it should be adapted according to whatever best suits each individ
ual. It is built upon logic, analysis and understanding o f the ideas rather than the
words; it will be a question, then, o f bending it to fit rather than applying it to the letter.
1Written in 1956 when there were very few interpreters working and many were in fact
stars in their own right (translators note).
12 Jean-Franfois Rozan
I have written a work-book rather than a book. The reason is that I wanted it
to be simple and because I wanted to demonstrate by way o f practical exercises what
solutions might be used to deal with the problems that note-taking presents. In effect,
all that I offer here, is a summary. The 7 principles and the 10 basic symbols that go to
make up this work-book are those which go to make up consecutive intepreting. If
they were more numerous the system would be o f little worth.
Curiously enough, I complete this work-book at a time when I am taking my
leave, perhaps only temporarily, o f the profession. I therefore dedicate this text to my
colleagues and students together with whom I have for so long and so often had the
pleasure to work. I would also like to thank Gerard Ilg who took on the thankless task
o f reading the proofs.
J.-F. Rozan.
PARTI
GENERAL REMARKS
The use o f a technique is always dependent upon the application o f a certain number
o f principles. This is what we call the instructions. One need not follow the rules
recommended in such instructions. Indeed the product, device or system for which
they were devised may well work even if they are not observed, but will do so less
efficiently. Furthermore, the simpler the instructions, the more likely the user is to
follow them. The same applies to note-taking. A few very simple principles give this
system its sound base and precision, and make using it straightforward. There are
seven o f these principles; in order they are:
Some o f these principles have already been explained by Jean Herbert in his
Interpreters Handbook2.
Take any French text and give it to 10 excellent English translators. The result will be
ten very well translated texts, but ten very different texts in as far as the actual words
used are concerned. The fact that we have ten good translations, but ten different
texts, shows that what is important is the translation o f the idea and not the word. This
is even truer o f interpretation since the interpreter must produce a version o f the text
in another language immediately. He must be free o f the often misleading constraints
that words represent. It is through the analysis and notation o f the ideas that the
interpreter will avoid mistakes and a laboured delivery.
Example: Let us take the following, from French into English: II y a des fortes
chances pour que / There is a very good chance that... If we base our notation of
this expression on the words, the key word is chance. If we base it on the idea, it is
probable.
The notes will have to be read 20 minutes - even an hour3 ~ after the idea was
originally expressed. In the first example it would be very easy to make a mistake.
Having noted chance the interpreter might, if the context allowed, render it there is a
chance that or by chance. If on the other hand he noted probable the mistake
cannot be made. The issue o f style is also dealt with in the second example where one
would automatically say (interpreting into English), It is probable that, or it is likely
that, or in all likelihood whereas in the first example, even if the interpreter had
correctly recalled the idea that the word chance represented, he/she will be a prisoner
to that word and might easily produce a gallicism4.
Example: We should try to live up to.... It would be absurd to note the word
live and it would greatly increase the risk o f making a mistake. Although it would
seem to be very different from the original it would be more appropriate to note in
French, for example, r la hauteur (in English to be up to "). This is the result of
analysing the idea behind what is said and noting it idiomatically in the target lan
guage. It would be just as useful to note be = representing being equal to , which
could very easily be read back idiomatically in intepretation (ie. r la hauteur in
French, to be up to in English).
Whenever taking notes the interpreter must concentrate on the major idea
and how this can be noted clearly and simply (preferably in the target language,
although this is not essential).
In the practical exercises in Part 3 o f this book you will find a number o f
examples o f noting the idea rather than the word. It is recommended that you examine
these with particular care.
A. ABBREVIATION OF WORDS
The rule o f thumb is that unless a word is short (4-5 letters) the interpreter should note
it in an abbreviated form.
If we have to note specialized it is more meaningful and reliable to note sp^
than to write spec.
3 This was indeed the case when Rozan wrote. Although nowadays 20 minutes is considered a
long consecutive speech, his comments still apply (translators note).
4 Being unduly influenced by the source language is, of course, not only a problem in French-
English interpretation but in all interpretation (translators note).
Jigzyk a komunikacja 3 17
Other examples:
Stat. could be read as statute or statistics whilst Sf*te and Stics are unam
biguous.
Prod. could be read as production, producer, product or productivity
while Prn, Prer, Pr01, Prvity are unambiguous.
Com. could be read as Commission or committee while Cn and O ee are
unambiguous.
Rule: I f you have time write a word as completely as possible, however, if a word must
be abbreviated, then write some o f the first and last letters rather than trying to write
as many letters as possible from the start onwards.
C.ABBREVIAriNGTHE REGISTER
The expression which have contributed to is long. The word help is short. Wher
ever possible we must abbreviate by using a word which conveys the same meaning
but is shorter.
Similarly, ...which are worth looking at can be noted int8 (interesting).
5Rozan was working from and into French. Gender is meaningless for those noting in English,
however, the idea could be usefully adapted for use in, for example, the Slavic languages where
nouns have gender (translators note).
6 Again the e represents the French feminine ending. Any letter can be used and this will
depend on the languages involved (translators note).
18 Jean-Franyois Rozan
3. Links
The part o f any speech that is both the most important and the most difficult to note
is the sequence o f ideas and the links between them. (Jean Herbert, 1956:47)
An idea can be distorted completely if its relation to the previous idea is not
clearly indicated. When taking notes then, we should never miss out the links. Indeed
what we actually see is that if the links are noted well the rest o f the idea can be
summarised in just a few strokes o f the pen.
A. Noting links becomes very simple if we use the key words that follow. (Over time
this will become automatic.)
as, why and that is because, this is the reason why, since, given the fact
that, (in some instances) given that; to convey explanation.
tho although, despite the fact that; to convey opposition
but on the other hand, but, nevertheless, however; to convey limita
tions
if it is possible that, assuming that; to convey supposition.
as to as far as x is concerned, on the matter of; to convey reference
tfe therefore, one can then conclude; to convey conclusion.
The three symbols below (which can also be found in Part 2) are also extreme
ly useful.
= the same goes for, one might say the same of; to convey the idea o f
equality or correspondence
* on the other hand, contrary to; to convey the idea o f difference or
lack o f correspondance
in + in addition, furthermore, if we also take account of; to convey the
idea of additional precision.
J$zyk a komunikacja 3 19
B. Linking is not just about representing the idea; it will often impact on the very
content o f the speech. It is a question o f noting quickly and without repetition the
group o f subject words and the group o f complement words to which the idea relates.
This problem can be solved quickly and easily by using the recall arrow (Jean Her
bert, 1956:46).
Negation and emphasis are two essential elements o f any speech and as such should
be noted unambiguously (see Jean Herbert pp. 46-47).
A. NEGATION
Example:
If we use OK to signify agree, then disagree will be O K . It is also
possible to write the word no before the word to be negated (thus in our example we
would note no OK). This second method is clearer and since no is a very short word
using it is not a problem.
B. EMPHASIS
Example:
(The study) is interesting : in0
(The study) is very interesting : int%
(The study) is extremely interesting : infi
The use o f underlining to denote nuance allows us to qualify the word (or
idea) underlined without noting the qualifier.
Example:
important question becomes : 2
we should look at this veiy carefully becomes : look at
I would like to say in the strongest possible terms becomes : I sav
...an imperfect solution becomes :sol^
6. Verticality
It is the principles o f Verticality and Shift (described in the next section) which form the
backbone o f the note-taking system described in this book.
Verticality means taking notes from top to bottom rather than from left to
right. This method makes it possible to:
a) group ideas logically, allowing a complete and immediate synthesis when we come
to read back our notes,
b) to do away with many links which would otherwise be essential to the clarity o f the
text
A. STACKING
Stacking7 consists o f placing different elements o f the text above or below one
another.
Rort
the report on Western Europe WEur.
Rrt
the report on Western Europe is an interesting document WEur. intg
Fre
Since the French, US and UK delegations.... As US
UK
Fre
Since the French, US and UK delegations have suggested.... As US suggest*
UK
The chapters o f the report which deal
with economic situation in Europe offer additional _ Q?- _ give new lnf .
information and new statistics Ec.Eur sta?0*
If (as we will see in part 2) the sign - is used to denote offer and the sign
+ to denote additional and new then our notes will look like this:
Chrs info
Ec.Eur + statics
See the examples in the practical exercises in part 3 and study them carefully.
B. USING BRACKETS
Brackets are an important part o f the verticality system. In every speech there will be
certain elements, which are mentioned to clarify an idea or to highlight a particular
point, but which are not integral to the speakers train o f thought.
These parts o f a speech should be noted in brackets, below the main element
to which they refer.
Examples:
....which leads to new investments, particularly > + invis
in the transport sector (Trt)
See also the examples o f the use o f parentheses given in the practical exer
cises at the back.
To encourage a natural use o f the verticality technique it is recommended
that you use relatively large but narrow pieces o f paper. This will allow you to note the
maximum amount o f text on one page whilst automatically bringing your notes back to
the left hand side o f the page.
7. Shift
Shift and Verticality are the fundamental principles underlying this note-taking sys
tem.
To explain Shift let us take an example: Over the course o f 1954, prices rose,
although not to the same extent as income, thus the populations net income increased.
Our notes will be as follows ( the symbol 71 denotes increase):
22 Jean-Franyois Rozan
54, prices 71
b u t-----------no = income
so popon71
Word for word on the first line : Over the course o f 1954, prices rose,
Word for word on the second line : although not to the same extent as income,
Word for word on the third line : thus the populations net income increased.
Having used Shift to give our notes a vertical layout on the page, noting the
links is almost enough to give us an accurate and full version o f the text.
Shift means writing notes in the place on a lower line where they would
have appeared had the text on the line above been repeated.
The examples below show how notes would be positioned during interpreta
tion, but have not been abbreviated.
The report on the economic situation in Europe is a fine document which discusses
some interesting topics:
Rort good
Ec.Eur discusses interesting topics
Thus in the Report and the Study we find a theoretical and practical analysis which
will help in the adoption of.
tfe
(in K )
Study '
theoretical
there is analysis practical
which will help in the adoption o f
THE 20 SYMBOLS
J?zyk a komunikacja 3 25
GENERAL PRINCIPLES
The consecutive interpreter should not use too many symbols. If each word is expres
sed by one symbol then you will end up with a page full o f signs that have to be
deciphered. The speech would have been reproduced by virtue o f the words it con
tained and not the ideas. This would mean that during notation more effort would be
expended symbolizing than analysing. The first rule o f consecutive interpreting is
that the real work must already have been done when you start reading back your
notes: the text, its meaning and the links within it, must have been perfectly under
stood. Notes are there to do only two things:
Having said this it would seem useful to have a number o f symbols for
concept words which recur most frequently. 7 would seem to suffice.
In total then there are 20 symbols, easy to understand, remember and use. Of
the 20 only 10 are indispensable.
Lastly, as Jean Herbert notes in his Handbook, symbols denote only a gene
ral notion or direction: their exact meaning is determined by the context in which they
appear.
26 Jean-Franyois Rozan
I. THOUGHT
When we want to write what we think, we automatically write "this is what I think: .
The natural choice for a symbol to denote thought is therefore the symbol [;]
Examples:
My delegation believes that my delegation:
or simpler still, since the delegate is obviously
speaking on behalf o f his delegation: I:
or if we know which country the delegate
represents (ie. France): Fr:
The long introduction I would give
the UK delegations view.... will become UK:
This symbol denotes all the ideas derived from to think or thought, the most
common o f which are: believe, hold that, consider.
Examples:
The Austrian government considers
these documents to be particularly useful A: d o c f useful
H. SPEECH
When we make quotations we place those words between inverted commas. The
natural choice o f symbol for speech is then ['T
Examples:
My delegation would like to say I
something about the ecbnomic report Ec. Rort
J^zyk a komunikacja 3 27
This symbol denotes all ideas derived from to say and speech, the most
common being: to speak, comment, declare, declaration, join in the discussion, debate,
nr. d is c u s s io n
This symbol represents a discus. You can use any symbol for this as this is not
necessarily an obvious choice.
Example:
The Social and Economic Council will now Ecosoc now ______
have to discuss the proposals made by propals USSR
the Soviet delegation
This symbol is used to denote all ideas derived from to discuss and di
scussion. The most frequent are, look at, deal with, debate.
Examples:
This report deals with some important issues Rort 2s
IV. APPROVAL OK
This symbol denotes approval - and when crossed through or preceded by no, disap
proval. The symbol is self-explanatory. It expresses ideas derived from to approve
and approval, the most common o f which are: to adopt, adoption, to support, sup
port, to back, backing, to side with, to join, etc.
28 Jean-Franyois Rozan
Examples:
The UK delegation agrees with the statement UK OK
made by the delegation from France F r91
These three symbols are in fact just variations on a single one, an arrow, pointing in
different directions depending on the context (see Jean Herbert, 1956:45-46).
I.THEARROWFORDIRECTION(ORTRANSFER) ( ]
Examples:
The chapters o f the report which cover
> + S f0*
Western Europe offer us some new statistics W.Eur
So we have:
'71 country's = a countrys development
71 duties = an increase in duties
7) science = scientific progress
71 patient = the patients recovery
71 salaries = a rise in salaries
71 living sf*4* = an improvement in the standard o f living
71 prices = inflation etc.
Examples:
...and thus by improving the state o f its own
economy Austria will be helping so by7\ ec,
other countries to develop A aid 7J otj7er countries
m . THE ARROWFORDECREASE
This symbol, an arrow pointing downwards, denotes decrease, decline, fall etc.
So we have:
prices = a drop in prices
1^ purchasing pow er - a reduction in purchasing power
civilization = the fall o f a civilization
business = a slow-down in business
30 Jean-Franyois Rozan
Examples:
Plan USSR
The USSR disarmament plans which include
a one-third reduction in weapons capacity 1/3 Wpons
and the armed forces... ArmdP
....the reasons behind the fall in exports why 1^ exports
developing countries Countries ^
I. RELATION [/]
Examples:
...which have been tightly controlled since 1947 c o n tro l/4 7
II. EQUIVALENCE
Examples:
...for countries like Austria fo r countries = A
m. DIFFERENCE [j*
Examples:
The situation in Sweden cannot be compared
to that in the Netherlands sitn Sw * Neth.
V. and VI.
The symbols + (plus) and - (minus) can be used in many situations.
To see how they are used in practice see the exercises in Part 3.
It is usefiil to have symbols for the following concept words. The symbols below
correspond to those used in Part 3 but [they are arbitrary] and can be replaced by any
other symbol.
These 20 symbols are easily enough to deal with any eventuality. Indeed, only the first
10 ( ; , ", , OK. , , 71, , / , = , * ) are absolutely essential.
PART 3
PRACTICAL EXERCISES
TEXT1
EXPLANATORYNOTES
a) Keep A. as a subject for both the Austrian government and the Austrian delega
tion, etc.
b) [this comment in the original refers only to the French version and has been with
drawn]
c) the sym bol: (thinks and therefore considers) is indented and placed where it would
have appeared had we repeated the subject [which was] A.
d) we use a recall line to repeat the complement. (This is made easier by the application
o f the verticality system). The layout means we can clearly read the recall line to mean,
The Austrian government considers the ECE annual reports
e) = A is straightforward (countries equal to Austria therefore countries like Aus
tria), but do not forget to include a fo r before this to make the text clear.
J?zyk a komunikacja 3 37
a) See how balanced the equation is and how easy it is to read back. This is the result
of an ordered regrouping o f the various elements o f the text.
b) with in& we see both possibilities for emphasizing an idea (underlining and the
circumflex) but o f course we should use only one or the other [in practice],
[translators note: some English speakers may wish to invert the order of the symbols
studying to better reflect English word order, thus intg study, hbwever the order here,
taken from the original French version has the advantage^ that it shows us first the
what (the study) and then gives the attribute]
c) in Ral7\ s it is useful to include the s unless we note the plural as part of the adjective
regional Ral as might be possible in some languages, ie. the French could be Raux.
For each set o f notes it is essential to have the subject and the links. It is the
other elements o f a speech that can be much abbreviated.
TEXT 1CONT.
1. Today, Chairman, I can tell you that Today,
Austria has attained great prosperity. le a n A is prosper
4. This is why we are monitoring carefully This why wej_ 71 ind. capacity,
the expansion o f our industrial capacity, which > + investts
which has lead to us making additional (elecfy
investment, particularly in the electricity &sources power)
sector and also in other energy sources.
9. As for imports a more liberal policy line Imports . _71 (3 and 4 quarter)
has seen a marked increase, particulary in (due + liberal)
the third and fourth quarters.
11. The fall that we have since seen can ' since - 71 imports
be attributed to a marked rise in imports 71 Ddemand
and stronger domestic demand.
13. Lastly, I would like to point out that Lastly tho taxes 54
although there was a significant reduc tho forecast deficit,
tion in taxation in 1954 and a deficit was
forecast, our budget is balanced by a rev budget = 71 revenue = 20 Mon $
enue increase o f 20 million dollars which (for invest 55)
will become available for investment in
the current year.
14. A lso, the budget which has been A budget OKd 55 provides
passed for this year provides for further
investments.
EXPLANATORYNOTES
From now on only things not seen above will be explained in these notes.
2. and 3, In these sections o f notes verticalism allows us to use 2 recall lines (--------
and\ ) .
5. Here we have an excellent example o f the benefits o f verticality and shift. The text
has been thoroughly analysed and the meaning is clear. (Word for word it reads:
Prices rose slightly, this slight rise was not equal to the rise in income, therefore net
incomes in Austria rose).
7. A p a y imports/exports. This is the first example o f the symbol /(with, by, in relation
to, etc. depending on the context)
8. exports 71 20%. Exports continued to rise.
10. In the text the phrase, reached their highest ever level is the sort o f expression
which does not easily lend itself to notation. We must then reduce it to its basic
meaning. Here we choose never = Oct 54 (never equal to) which gets the meaning
across. Other solutions are also possible (either using a word or symbol). Try to
work some out.
11. ^ ------------------------------ :d since = Literally: the reduction in currency reserves
seen corresponds to. Verticality makes this simplification o f the notes possible.
The pictoral representation here is more precise than a full version of the original
text. But dont forget to note the past tense after: , which means that, if we want,
we can omit the since.
13. Again here we can see the importance o f the little words (due, never, than, since,
who, we, lastly, tho, for, and) which create the links between the various elements
o f the train o f thought. The original text is more than 200 words: thanks to verticality
and shift the notes (which are absolutely complete) comprise just 50 (abbreviated)
a dozen or more o f which are shorter words such as due, never, than, who etc.
Jgzyk a komunikacja 3 41
TEXT 2
11. There can be no doubt, though, that but no doubt, role USA impact
the United States role has had a conside /7I w]
rable impact on progress in this area.
EXPLANATORYNOTES
1. We have spoken is noted Ms (the members said). Wherever possible mark and
position the subject o f a clause clearly. This is one o f the essential elements o f analy
sis.
2. ...then we must look a little further back in history has been noted by adapting the
arrow of motion ) . All motion can be noted using arrows, with or without modifica
tion. The exact meaning will always depend on the context.
3. Rozan uses French word order in his notes and this is repeated above. The English
notes might be 7 1 Both French (71 ) and English (711^ ) word order are
potentially confusing, one solution is to note the qualifier (developing) very near to
its noun, and the other further away, i.e. 71
5. Since the Covenant and the Charter are obviously those o f the League o f Nations
and the UN it is no longer necessary to note these words, although they should be
mentioned during the interpretation. When there is no risk o f changing the meaning,
one should note phonetically or by abbreviations.
6. Sometimes it is useful to use r f rather than :d . Look at the way in which the idea has
been analysed and ordered [in the notes].
9. 10. In these two sections o f the notes we have used recall arrows. Memory should
help (to some limited extent) to recall the exact wording. Consider what the notes
would have looked like had we not used the recall arrows.
11. ...on progress in this area has been noted [ 7) w]. This is another example of the
various uses o f the symbol for framing.
12. it was the speech made by President Truman in 1948 which gave the impetus
necessary to take things onto a more practical level. is noted here:
is Pres Truman 48 > ? be :d
* _ + practic level
Literally: is speech President Truman in 1948 which lead to question being studied at
a more practical level. The sense has not been changed, but the note-taking is simpli
fied by the addition after the motion arrow (>) o f the thing to which it refers, namely
? (the issue). It remains then only to mention what referred to ?.
44 Jean-Fran^ois Rozan
TEXT3
2. As in previous years, this study does = ex years, ' > Con base
not only give this Commission a valuable gvts
basis for its discussions but provides e c ^ , * material
Governm ents, econom ists and other
readers in the different countries a wealth
o f useful material.
8. But in comparing the figures for vari But, in : Sw / ' , be :d ourresces used
ous countries, the fact should be kept in (since war)
mind that since 1951 our resources have
been fully utilized.
Jgzyk a komunikacja 3 45
EXPLANATORYNOTES
This text is difficult in as far as it contains very few linking words or redundancies. We
must, therefore, take relatively full notes.
With a text like this it is particularly important to automatically summarize
[what is heard]. Telescoping should be used as often as possible.
For example:
1. The Swedish Delegation wants to join previous speakers who have expressed
their gratitude... will be noted as Sw too thanks. The use o f too makes the sense
entirely clear.
3. If you will allow me, Mr Chairman, I will start with some comments... will be noted
as 1st I ", then.
Note that once again we never sacrifice the beginning o f an idea. This makes
it possible always to create a link between the different ideas. We abbreviate only after
the first few words.
Again here the shorter words are crucial (too, good, ex, 1st, then, here, for,
true, in, but, be, our, etc.). It is these words that make the text clear.
46 Jean-Franyois Rozan
TEXT3CONT.
3. The most dynamic forces in the short Forces + dynamic in 71 short run 54
run development in Sweden in 1954 have 71 exports
been a recovery in exports, an increase in 71 invest4 demand
domestic investment demand and a shaip
7\ buy durables
rise in the purchases o f some consumer
durables, particularly motor cars. \ (cars)
EXPLANATORYNOTES
This page offers a striking example o f the value o f upward and downward pointing
arrows as symbols.
Without referring to the written text propose a word for each o f the arrows in
exercises below. Write the translations in the spaces provided. another
English French language
1. Sweden has no unemploy
ment to draw on for an 71 in the
labour force ---------------- ---------------- ----------------
2. the population in working
ages is 71 only slowly __________ __________ __________
the level o f production and
productivity in our country is al
ready 71 __________ __________ __________
3. The most dynamic forces in
the short run 71 in Sweden in
1954...______________________________ __________ __________ __________
...have been a 71 in exports. __________ __________ __________
... an 71 in domestic investment
demand_____________________________ __________ __________ __________
...and a 7\ in the purchases o f
durables ---------------- ---------------- ----------------
5. a cyclical 71... __________ __________ __________
....after the 1^ in 1952and 1953 __________ __________ __________
6. there has also been an 71 in
exports_____________________________ __________ __________ ____ ______
or (not from the text)
the great American ---------------- ---------------- ---------------
the 71 which followed the out
break o f war in Korea_________________ __________ __________ __________
48 Jean-Frangois Rozan
TEXT3CONT.
The expansion in 1954 has taken place 71 54 not upset balance Sw Ec.
without upsetting the general balance in
the Swedish economy.
EXERCISE
The notes taken here are too full. Note below how the speech can be summarised.
Look carefully at the way in which the speech has been contracted. The 650 or so
words o f the original have been reduced to 65, without error or ambiguity. It is the
layout on the page that makes this possible. You will also need to use your memory a
little.
Sw thanks Sat
Survey > Con base
gvts material
ecisis, *
1st, 11
71 ecSw
then, ?s + gl
54 prosper Sw
71 i t a c C * ! " , , -5% )
= ' to ta l, / prod01 '
71 xports
Forces in 71 54 invest* demand
durables (cars)
influenced / 1^ taxes
Invest*
Car buys
J^zyk a komuiiikacja 3 51
7) imports = E x p o rts
TEXT4
EXPLANATORYNOTES
2. that the studies drawn up by the Secretary-General pinpoint exactly the field he
was asked to examine: studies SG = fie ld > SG
By repeating SG, in what we call the direct style, notes are greatly simplified.
4. a clear... analysis o f the situation, which will doubtless help us take more appro
priate steps...: analysis
5. the assertion:
4. Both the Introduction... and the... study... present a clear theoretical and practical
analysis:
tfe in introd
study
there is analysis theoretical
practical
5. (the assertion) in the... Report that... international trade and the promotion thereof
is o f benefit to all countries:
It is always worth making the idea clear in your notes, particularly if this makes them
more straightforward.
6. So for not only to Venezuela but also to the majority o f countries in Latin America,
we note:
fo r V
most Lat. Am.
This is both more straightforward and highlights the idea for when we read back our
notes.
10. So for states that one o f the reasons why in the pre-war years international
trade... was flawed we note:
[ 1 reason prewar Tr no OK]
In the abbreviated notes we can see an extension o f the use o f this symbol. The
phrase, We are also pleased to see that the studies drawn up by the Secretary-
General pinpoint exactly the field he was asked to examine is noted: studies [SG].
This encompasses both ideas at once and is easily reconstituted with a little help from
our memory.
The 40 words below, if correctly positioned on the page, can help flawlessly
reproduce the 420 words o f the speech.
V: useful review
W ec
studies [SG ] good
mts analyses
m fT
56 Jean-Franyois Rozan
V stress Rort
W ee
Tr inf1 all ,
that
71-----
vital fo r some
is true / V
/ Lat.Am. (so inf1)
Tr
Indeed is by 71 Tr
fa ir Tr relations =
that Lat. Am. 71 plans 71 ec
strd living
ec D shadow (prosp&= )
"*
Even / indusrn 1^
is :d go o d fo r all
( 71 markets fo r xports )
Jgzyk a komunikacja 3 57
TEXT5
Make notesfiv m the text below and
compare them with the model on
pages 59-60.
1. When I asked the Chairman to include my name
on the list o f those wishing to take the floor in
this discussion on the Report which the Commis
sion is to submit to the Security Council, I was
unaware that new proposals would have been
put to the Commission.
Final Exercises
a) Compare your notes from the previous few pages with the model below. Note the
points where you have not analysed the text well.
b) Make a page o f written comments on this model. Try to simplify it, by telescoping
or deleting everything that is not absolutely essential.
c) Take notes again on the text above, keeping in mind the corrections you made to
your original notes. Correct this new set o f notes (for layout, verticality etc.) until
you are sure that you cannot improve on them.
d) Read your notes through several times until you can read them back with total
fluency. Change the vocabulary you use each time, particularly for the link words,
without changing the meaning o f the text.
1.
When I ask _____
Rort c?n > sy C,
I no kno new propf*ls Con
1
I want6 OK Rort > us
(concise
objective)
analyse w done
(= some Ms) results
prospects
3.
I : ' now no useful
UK
since USA > new propals
Fr
60 Jean-Fran9ois Rozan
4.
In fact,
I w a n ftf reason why our w fa il
(+, no 71 politic)
is no plan
arms v
forces ^
prohibn atom
control
except plans we :
(last 4, 5 years)
5.
Is why glad new propals > by Big 3 W
which 71 new hope
6.
New propals useful in principle ( I : )
7.
By their "
text propal-
3 Big W show th eir' aims > para 6
(a p ara I : be :d 1st,
given deadlock
: ^ plans)
Jgzyk a komunikacja 3________________________ 61
8.
So, I: wej_plan
I: w e - * --- Ctee l/propal USSR
(= UK) 1/3 1^armedf
arms
(Jfe
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